‘Bystander intervention’ is one of the keys to successful anti-bullying programs

Scientific Evidence Platform Scientific evidence ‘Bystander intervention’ is one of the keys to successful anti-bullying programs
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Not all interventions are effective against bullying. Among the keys to successful interventions is the so-called “bystander intervention” that tries to activate the students who witness bullying to stop it by defending the victims.

Do we have evidence that this is true?

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Gontzal Uriarte

SCIENTIFIC ARTICLE:

Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the students’ perspective. Journal of Early Adolescence, 39(5), 642-668. https://journals.sagepub.com/doi/abs/10.1177/0272431618780423

COMMENT:

Regarding Hypothesis 2, we found empirical evidence that, in the long term, supportive-individual and supportive-cooperative strategies are connected to higher intervention success than authoritarian-punitive strategies. This result stands in contrast to the oft-reported desire of students who have been victimized that the student who perpetrated the bullying be punished (Kepenekci & Çınkır, 2006). Thus, Hypothesis 2 was confirmed. Moreover, as we hypothesized (Hypothesis 3), supportive-cooperative intervention strategies were more strongly associated with intervention success in the long term compared with supportive-individual strategies. The results indicate that the intervention strategy used least often (supportive-cooperative) appeared to be the most effective, which is in line with previous holistic evaluation research of intervention programs that showed that supportive intervention approaches seem to be successful in handling bullying.

Last edited 3 months ago by Beatriz Villarejo Carballido
Gontzal Uriarte

SCIENTIFIC ARTICLE:

  • Christina Salmivalli , Marinus Voeten & Elisa Poskiparta (2011) Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms. Journal of Clinical Child & Adolescent Psychology. Journal of Clinical Child & Adolescent Psychology.

COMMENT:

“When it comes to practical implications, the interventions designed to reduce bullying should target not only individual bullies and victims but the group as a whole (cf. Salmivalli, 1999; Salmivalli et al., 2010). It should be beneficial to influence the bystanders, making them more likely to defend and support victimized peers and less likely to reinforce the bully. On the basis of results from this study it can be hypothesized that especially a decrease in reinforcing could be a key factor in reducing bullying.”

Last edited 3 months ago by Beatriz Villarejo Carballido
Gontzal Uriarte

SCIENTIFIC ARTICLE:

Joshua R. Polanin, Dorothy L. Espelage & Therese D. Pigott (2012 )A Meta-Analysis of School-Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior. School Psychology Review. https://doi.org/10.1080/02796015.2012.12087375

COMMENT:

Prevention frameworks and programs that attempt to abate bullying within schools are increasingly emphasizing changes in school climate that desist reinforcing bystander behavior or bullying perpetration (Cohen, 2006). The results of this study support these efforts to raise awareness about the participant roles, to encourage active and prosocial behavior, and to provide opportunities to role-play and practice bystander intervention in vivo.

Last edited 3 months ago by Beatriz Villarejo Carballido
Marta Delgado

COMMENT:

El papel de los espectadores frente al bullying

Todas las integrantes del grupo estamos de acuerdo respecto a este tema ya que creemos que los espectadores son una fuente indispensable para acabar con el bullying y todo lo que conlleva.
Estos juegan un papel crucial a la hora de incentivar o prevenir situaciones de acoso i aparecen de manera destacada en diversos programas internacionales contra el abuso. La pasividad de los espectadores ha recibido una atención creciente en la prevención de daños interpersonales, pero se entiende poco en muchos entornos.
Cuando ocurren incidentes de acoso, los estudiantes que son espectadores pueden asumir tres actitudes principales:
1-Defender, ayudar o apoyar a la víctima
2-Comportamiento pasivo del espectador, es decir, permanecer pasivo o neutral
3-Pro-bullying, en otras palabras, reír, animar o unirse al acosador.
El acoso ha sido examinado desde varias perspectivas e involucra no solo a los agresores y las victimas, sino a muchos a otros que desempeñan roles como el perpetrador, la victima, reforzadores, espectadores pasivos y defensores.
Marta Delgado, Lía Tosas, Jana Vila, Mara Marco, Jordi Martínez, Pol Marin.

OTHER SOURCES:

-https://apps-webofknowledge-com.sire.ub.edu/full_record.do?product=UA&search_mode=GeneralSearch&qid=1&SID=E1SZg1fP8AylS6VVd7g&page=1&doc=6
-https://journals-sagepub-com.sire.ub.edu/doi/pdf/10.1177/0829573518793752
-https://journals-sagepub-com.sire.ub.edu/doi/pdf/10.1177/0829573518793752

Last edited 3 months ago by Beatriz Villarejo Carballido
Gontzal Uriarte

Hola,

Estoy deacuerdo con vosotras/os, pero no puedo acceder a esos enlaces desde mi ordenador. Podríais solucionarlo poniendo otros que no necesiten acceso a la universidad?
Gracias.

Gontzal Uriarte

SCIENTIFIC ARTICLE:

https://www.sciencedirect.com/science/article/pii/S0022440520300753

COMMENT:

In this new article it becomes remarkable the importance of bystanders to face bullying.
What works in anti-bullying programs? Analysis of effective intervention components:https://www.sciencedirect.com/science/article/pii/S0022440520300753

“Results indicated that the presence of a number of intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, information for parents, informal peer involvement, and work with victims) were significantly associated with larger effect sizes for school-bullying perpetration outcomes. The presence of informal peer involvement and information for parents were associated with larger effect sizes for school-bullying victimization outcomes”

Last edited 3 months ago by Beatriz Villarejo Carballido
Cristinaluna

¿Qué funciona en los programas anti-bullying? Análisis de componentes de intervención efectivos?
Investigadores anteriores han demostrado que muchos programas escolares contra el acoso escolar son eficaces. Un metanálisis anterior (Gaffney, Ttofi y Farrington, 2019) encontró que los programas de intervención son efectivos para reducir la perpetración del acoso escolar en aproximadamente un 19-20% y la victimización por acoso escolar en aproximadamente un 15-16%.
Gaffney, H.,Ttofi, M.M.& Farrington,D.P.(2021).What works in anti-bullying programs?Analysis of effective intervention components. Journal of school Psychology, 85, 37-56.

https://doi.org/10.1016/j.jsp.2020.12.002

dafne.albiol

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

Considering mindfulness techniques in school-based anti-bullying programmes-Colección Principal de Web of Science (urv.cat)

Gabriela

En cuanto mi experiencia personal, creo que la intervención del espectador es una de las claves para el éxito de los programas contra el acoso escolar, ya que yo viví una situación la cual me dio una lección de vida.
Cuando yo tenía 14 años había un niño de mi clase quien todos los días unos niños le hacían acoso y le insultaban diariamente, esto duró tres semanas hasta que al final un día mis amigas y yo intervinimos en el descanso entre las clases y fuimos hacía la disputa que se estaba dando lugar, así pues acudimos a los profesores y ellos pudieron acabar con aquella injusticia. Así pues contactaron con los padres de los chicos que les hacían acoso y también hablaron con los padres de la víctima y les explicaron la situación. Por tanto, considero que la intervención del espectador es fundamental para acabar con el acoso mientras no implique intervenir de malas formas sino acudiendo algún adulto que pueda parar el acoso, ya que a veces las víctimas no se defienden porque se sienten solos/as y a veces necesitan a alguien que les pueda ayudar o aconsejar que pueden hacer en estas situaciones.

Esther Roca Campos

A successful educational action that includes the so-called “bystander intervention” is the Zero Violence Brave Club. This action is applied in more and more schools worldwide with significant improvements to stop bullying and achieve children’s well-being.

Roca-Campos, E., Duque, E., Ríos, O., & Ramis-Salas, M. (2021). The Zero Violence Brave Club: a successful intervention to prevent and address bullying in schools. Frontiers in psychiatry, 855.
https://www.frontiersin.org/articles/10.3389/fpsyt.2021.601424/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychiatry&id=601424

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